Examining Classroom Interactions and Mathematical Discourses
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This investigation examined interactions in three classrooms to determine how they influenced Discourses related to mathematics learning and teaching. Mathematics education literature suggests that effective mathematics instruction includes mathematical Discourses. However, effective mathematical Discourses within mathematics classrooms vary widely and effective Discourses in one classroom may be ineffective in another. The purpose of the investigation was to gain insights for developing effective Discourses or classrooms that exhibit reform oriented cultures (ROC). The primary research question addressed was how do classroom interaction influence the Discourses related to mathematics learning and teaching in MCP supported classrooms?
MCP supported classrooms are within buildings were an MCP instructional coach is assigned. The MCP coaches’ role within the building includes: a) developing his or her knowledge and understanding of research-based mathematics education reform; b) providing sustained classroom-embedded professional development to small groups of mathematics teachers; and c) offering school-based professional development for all mathematics teachers in the building.
The site of the investigation was a large urban school district in the Midwest United States of America. According to the school district’s website for the school year 2008-2009 they reported 23,850 students enrolled and 70 % qualified for free-reduced lunch. Data were collected in four MCP supported classrooms within this district, but only three grade six classrooms were used in this report. The final report includes input from 52 students, 3 teachers, and 2 MCP instructional coaches. Data was collected using interviews, classroom observations, and surveys. The teachers responded to two instruments to provide data about their perceptions related to mathematics education reform (TCMER ) and teaching efficacy (TSES ). The student survey captured data about attitude and identity perceptions.
Qualitative analyses were organized and managed with NVivo 8 (QSR International, 2008) software and used to develop three case studies, which examined classroom interactions and Discourses related to mathematics learning and teaching. This interpretive research investigation was framed by a theoretical model based upon a relational perspective (Cobb & Hodge, 2002; Cobb & Yackel, 1996/2004) with three key constructs including: a) classroom culture; b) Discourse or community; and c) relationships that support learning opportunity. A cross-case analysis was used to compare the classrooms and to further articulate the findings related to the research questions.
There were two primary findings from this investigation including: a) some classroom interactions are on the boundary and b) conceptualization of a Reflective Triad. The interactions on the boundary refer to sociocultural elements of classroom interactions that can either enhance or hinder mathematical Discourses based upon extenuating circumstances related to learning and teaching. The Reflective Triad is a practical framework or tool for use by teachers and those who support their implementation or study of ROC.
Document number: osu1259014641
Permalink: http://rave.ohiolink.edu/etdc/view?acc_num=osu1259014641
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